Using learning centers, or small group work, can greatly increase the amount of class time that is actually useful for students who are gifted.
This is really important to remember because in music classes often group work isn't a thing so its important to try to implement it into the classroom setting so gifted students and even students who may be struggling could help each other out and challenge each other.
It is helpful for those who teach gifted students either to be ready with responses to questions and concerns posed by a student or to set an appropriate time to work with these students in an individual or small group setting. Developing meaningful relationships with students who are gifted can significantly enhance the teaching and learning relationship with individual students and preserve class and rehearsal time for the musical goals necessary for the development of all students.
I think this is really important because it can often be perceived as rude when gifted students are questioning or answering questions and its really important to keep the space welcoming and be ready to either redirect or be understanding even if it could be frustrating or interrupt a lesson It is important to keep the students needs and interests in mind and that they mean well.
It is unlikely that a student with an IQ of 50 would be in an inclusion classroom with no services or accommodations. A student with an IQ of 150, however, is often in an inclusion situation with no services or accommodations.
This is really interesting statement because the gifted students are-often left with no services even though they may still need them and this could be a really isolating experience as they are just sign through his alone and not getting the services they truly need and deserve.
The concept that giftedness is an elitist value is as absurd as proposing that teaching students with intellectual disabilities is not worth serious discussion within the educational community.
this specific point is really important because in the beginning of the chapter the vignette had a teacher saying she was happy that the student couldn't do the ensemble because it didn't work schedule wise because she didn't know how to challenge or didn't really want to and i think it is really important to still allow them to be in your room and succeed.
n addition, teacher and parent (Kerr, 1994) input is seen as crucial, as their anecdotal information can be very accurate and sometimes augments data received through standard IQ testing
Teacher and parent input is always really important because they know the student the best and spend more time with students especially the parents. they know every little thing about their child and can be the best advocate for them and what they need.
Individual IQ testing is much more expensive and time-consuming than group IQ testing.
Its really important they have moved on to multiple points of assessing gifted students and this really shows it because it was previously stated that students in marginalized groups often struggle to get what they need or even to be classified as gifted and the idea of it being expensive furthers this idea. A lot of special educations services tend to be more expensive and less accessible for all students and families.
Through these multiple means of identification, the inclusion of students from diverse socioeconomic backgrounds has increased in gifted education programs.
I think it is really great that they've developed a new system that allows for the student to be tested in more than one way because the students may not show things in one area and its not a one size fits all thing and its really important to be able to distinguish things on student doesn't get misplaced so they can be the most successful version of themselves.
noted that superior intellectual ability alone does not necessarily identify a student with extraordinary capabilities.
I think this is a really important point because as discussed with other students with disabilities they talk about not defining student by their disability and I think especially with gifted students people sort of throw this idea to the side and I think think its really important to keep in mind that they are still a person and student with a lot of potential and things to learn.
They are also at great risk in our classrooms, which are often designed for the average student and to offer accommodations for students with other types of differences and disabilities. The differences and disabilities of students who are intellectually gifted are often delayed, ignored, and denied. For these students, the promise of tomorrow and a teacher who will finally challenge them begins to fade
I find this point really interesting because I feel like in the classes we've taken for special education it is commonly highlighting students who may be developmentally behind and its never really ever talking about more gifted students and how to challenge them and not leave them behind just because they are gifted and don't seem to be struggling.
If music educators model inclusiveness, acceptance, and kindness, students will demonstrate these qualities as well. Because teachers allow all students to participate equally in classrooms and posit a “fair is not always equal” philosophy, students are taught that everyone deserves to be treated fairly within a community
I think this is really important. As music educators it is really important for us to allow students to understand the way our classes function can also be carried over into the world outside of class epesically when dealing with topics like inclusivity and respect. Music class in itself can be vulnerable especially at a young age and it’s really important to create an understanding of yourself at this age.
it is well worth the planning when the classroom becomes an inclusive and student-centered environment.
I think this is a really important point because if you put the time in before the students arrive or even take the time to do it in the beginning ig of the school year it will all be worth it to make it the best environment for all of your students to feel like they can be the most successful and fully be themselves.
It may not be the intent of a student to be disruptive. He or she may be trying to communicate their anxiety, overstimulation, or overall uneasiness with the class (Ozonoff, Dawson, & McPartland, 2002). The student may have had an experience earlier in the day that is coming to fruition, or they may not be feeling well.
I find these couple sentences really important because it is important to understand that these behaviors may be caused by something outside of the classroom and could be caused by an expression of internal emotions so that must be taken into account when teaching students of varying abilities. It is important to keep intent in mind and make sure you’re checking in with students before immediately assuming they’re exhibiting this behavior to be disruptive.
Paraprofessionals are with the student all day and are aware of any changes in schedule or activities that may upset or over-excite the student. They can also be great partners in instruction.
I’ve observed this recently in the district that I’m in for this semester and I find that the relationship between the educator and the paraprofessionals is very important because both groups can observe any new behaviors or things that do and don’t work with the students and I find that the relationship between both parties is really important and must be developed.
In this case, hold the student accountable for the agreed-upon rule and be consistent in enforcement of that rule
I think this is a really effective way to helping students understand the rules more. Especially if a student is really struggling with following all the rules maybe assigning them one to work on will help them continue to understand and remember them and when one rule is mastered move onto another. I never really though of this so I think it’s really interesting and could be helpful in the future.
Music therapists are more concerned with how music can assist in the development of nonmusical goals rather than skill sets.
This shows how these careers may be very similar and can intersect at times but they have completely different goals. I think it would be really important to combine these two at some point like one attending their therapy session rot eh other coming into the classroom to kind of find ways to work with each other to get different goals done.
Mary really enjoys music and is allowed to wear headphones when the class becomes especially active or her sensory system is overloaded. Mary appreciates that her music teacher keeps a basket of chewy sensory items for Mary to use when necessary. Recently, Mary played a large welcoming drum in a class program because she was able to keep a steady beat while others were singing. Mary really loved the vibrations from the drum and was able to participate without assistance in the program.
I find this really important because previous chapters have talked about accommodating students specific needs and I like how this is an example of how to accommodate asensory issues and to help the. students feel better in the classroom when they are either overstimulated or need more sensory input. I also find it interesting how it also allows us to see how when students feel understood or supported when their needs are met they will be successful in the classroom and also enjoy it overall.
This opportunity may also allow music educators to learn techniques from the current paraprofessional working with the student with differences and disabilities that may be useful in the music classroom.
I think the point is really important as it highlights another side of the observation because educators may think that observing you are just watching and taking notes about the child but, I think this is really a good thing to think about like how you can absorb information from the paraprofessionals especially since they spend the most time with the student and know how to help them be successful.
nderstanding the subculture of students, parents, educators, and administrators that surrounds students with differences and disabilities.
I think this is really important because I think at times educators can get really caught up on just watching the students with disabilities or catering to them but, i think its really important to use a lot of the strategies discussed in previous chapters to really observe the general population of students to really understand everyone and how they may interact.
Licensure requirements can leave little room for “special” topics in the methods classroom.
I really have noticed this and since w have so many reuiqrements to meet within 4 year sit make sit hard for us to really dig deeper and focus on really understanding how to teach and accommodate children with disabilities. I find it really interesting because you can't gloss over this topic once you are in a classroom setting. I wish there was a way to fit it better into the classroom in methods so we could get some more hands on experience and dig deeper into it.